Childminder in Solihull

Inspection date

Previous inspection date 22 April 2016 7 July 2014

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This inspection: Inadequate 4

Previous inspection: Requires Improvement

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This inspection: Inadequate 4

Effectiveness of the leadership and management Inadequate 4

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This inspection: Inadequate 4

Quality of teaching, learning and assessment Inadequate 4

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This inspection: Inadequate 4

Personal development, behaviour and welfare Inadequate 4

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This provision is inadequate

 Since the last inspection, the childminder has not focused sufficiently on improving the quality of her provision. She has not made enough changes to how she teaches children and supports them to learn, in order to make sure they achieve consistently good progress.  Teaching is not good enough. The childminder does not have a secure understanding of the different ways that children learn. Activities do not yet provide sufficient challenge to effectively meet children's individual needs. Children are not supported to make best possible progress in their learning in readiness for school.  The childminder does not encourage parents to be sufficiently involved in their child's learning. She does not give parents the support they need to extend their children's learning at home.  The childminder does not have a secure understanding of when to implement the progress check for children between the ages of two and three years. Children with

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This provision is inadequate

speech and language difficulties have not had the assessment in a timely enough way to make sure they receive the intervention and support they need as soon as possible.  The childminder does not provide parents with all the required information about her provision.  The childminder has not kept her knowledge and skills up to date. She has not identified her training and development needs or improved her teaching sufficiently.

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It has the following strengths

 The childminder interacts warmly with children at all times and they form strong attachments to her. Children demonstrate by their interactions that they feel emotionally secure in her care.

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What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

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Due Date

 improve the quality of teaching and plan challenging, purposeful activities that help to ensure that children are engaged and have continuous opportunities to make the best possible progress 01/06/2016

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Due Date

 develop effective partnerships with parents and give them the information and support they need to successfully guide their children's learning at home 01/06/2016

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Due Date

 improve understanding of the progress check carried out for children between the ages of two and three years and implement the check in a timely manner, sharing relevant information with parents and professionals, in order to ensure children who have speech and language needs promptly receive the right level support 01/06/2016

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Due Date

 develop an effective programme of professional development to improve teaching skills and knowledge of the different ways that children learn, in order to improve the outcomes for children 01/06/2016

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Due Date

 ensure parents are made aware of the safeguarding policy and the procedures that will be followed to protect the welfare of children. 06/05/2016 To further improve the quality of the early years provision the provider should:

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Due Date

 use evaluation processes to help identify and swiftly address any weaknesses within practice and to raise the quality of provision.

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Inspection activities

 The inspector observed teaching activities and the impact these have on children's learning.  The inspector carried out a joint evaluation of an activity with the childminder.  The inspector looked at a sample of procedures and children's records and discussed the childminder's self-evaluation.  The inspector spoke with the childminder and children at appropriate times during the inspection.

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Effectiveness of the leadership and management is inadequate

The childminder's self-evaluation is not effective in identifying weaknesses in her practice or in driving continual improvement. The childminder has not done enough to develop her knowledge of the learning and development requirements and improve the quality of teaching. Previous actions and recommendations have not been fully addressed. For example, the childminder does not yet use accurate assessments to effectively plan activities that provide sufficient levels of challenge for individual children. This means that children do not make the best possible progress. The childminder does not share information with parents about the ongoing progress children make. Parents are not given the information they need to help them guide their children's learning at home. The arrangements for safeguarding are not effective. Although the childminder is aware of the procedures to follow to report any concerns about children in her care, she has not made

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Effectiveness of the leadership and management is inadequate

sure parents are aware of her responsibilities to protect the welfare of their children or of how she will do this.

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Quality of teaching, learning and assessment is inadequate

Children's learning is not effectively promoted because the childminder has not developed a good enough understanding of the different ways in which children learn. This has a significant impact on her ability to provide good quality teaching and learning experiences for children in her care. For example, the childminder has not recognised or addressed the need for children who have speech or language delay to practise and develop their speaking skills. Activities that are on offer do not provide enough challenge to keep children engaged so that they can progress to the next stage of their learning. Activities are not well planned or organised so children cannot engage with them successfully. They quickly lose interest and move on to other things, missing out on opportunities to learn. The childminder is not responsive enough to children's curiosity. She directs children too much and does not give them sufficient opportunities to explore and discover things for

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Personal development, behaviour and welfare are inadequate

Children's personal development is not fully promoted. The childminder has some awareness of the progress check for children aged between two and three years. However, she is not clear about importance of identifying gaps in children's development early enough to ensure children who have speech and language difficulties receive the right level support. Weaknesses in the quality of teaching mean that children are not supported to become highly successful learners. The childminder takes children out to community groups. This helps children to develop their social skills to some extent, in readiness for school. Children benefit from fresh air, which helps them to maintain a healthy lifestyle. They enjoy daily walks in the community, which ensure they have regular exercise.

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Outcomes for children are inadequate

Children are not supported well enough to become highly successful learners. Although children are confident, motivated and inquisitive, weaknesses in teaching mean that children are not supported to make good progress in their learning and development. They do not have sufficient opportunities to extend their learning and achieve good outcomes.

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Setting details

Unique reference number EY387919 Local authority Solihull Inspection number 1044197 Type of provision Childminder Day care type Childminder Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 2 Total number of places 6 Number of children on roll 2

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Telephone number

The childminder was registered in 2009. She lives in Shirley, Solihull. The childminder operates all year round from 7.45am to 5.30pm, Monday to Wednesday, except for bank holidays and family holidays.

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Telephone number

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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